2015-16 Canada Study Abroad Program : Pedagogical Lessons Learned and Faculty Experiences

1. 2015-16 Canada Study Abroad Program: Pedagogical Lessons Learned and Faculty Experiences Dwaine Plaza & Lauren Plaza Oregon State University School of Public Policy Northwest Symposium on International Faculty-Led Programs University Place Hotel & Conference Center Portland Oregon, Friday, April 14th, 2017

2. Outline for the Presentation • Why study abroad in Canada? Benefits for students and faculty. • Action Learning Model • Program Eligibility • Demographics • Participant Costs • Hybrid Spring Course in Oregon • Summer Course in Canada • Reflections • Action Learning Model • Hybrid classes • Short-term study abroad 2015 2016

3. Why Study Abroad to Canada? Canada and the United States share both the longest undefended border and the largest trade relationship in the world. Energy trade is the most significant component of the cross-border commerce. Canada is the largest foreign supplier of crude oil (25% of oil imports) and natural gas to the United States-not the Middle East. Despite the close trade and political relations with the United States, most Americans have very little consciousness of Canada as a global locality. • American students have an opportunity to experience a different country. • American students can develop a greater appreciation for social, cultural, historical, and economic diversity that is very close to their border. • American students can become more conscious of their ethnocentricism. • American students can use Canada as a stepping stone to other future study abroad locations.

4. Benefits of Study Abroad for students and faculty 2016 2015 • Logistically ,it is much easier for American faculty to organize a Canadian experience for their students. They do not need to rely on a sub-contracted for profit academic travel company. • Canada represents an interesting case study for American students because of the following: health care, military, aboriginal people, social policy, environmental policy, immigration policy, marijuana policy, crime and incarceration policy, gentrification, and government structure. • Canada is a much less expensive option for American students than are foreign locations in Europe, Africa, South America or the Middle East.

5. Oregon State University –2015/16 Canada Study Abroad The three goals of the OSU faculty led study abroad class were: • To keep the cost of the internationalization experience as low as possible for students. • To structure a class that was shorter so that it was accessible to more diverse groups of students (older than average, low income, and students of color) who typically could not afford the high cost of studying for long durations in far off locations. • To create an international study abroad experience that was focused on comparative social, economic, cultural and political policy.

6. The Action Learning Model of Pedagogy • Students must become active subjects - set learning goals, and a means of achieving them • Education becomes a discovery process • Freire – must move from “banking” model to “problem posing” model of education • Teachers and students learn together in partnership

7. Elements of the Action Learning Model • Education becomes a dynamic process • Emphasis on experiential learning, collaboration, active inquiry, and reflection • Role of instructor(s) is to provide overall structure and context and to facilitate • Instructors must be able to adapt quickly in “real time” to changing circumstances and group dynamics

8. Program Eligibility Requirements for Students • Good academic standing, with a minimum GPA of 2.5 • Sophomore standing • Pre-requisite*: SOC & PS 499/599 Canadian Economy, Society, Politics and Culture through Film (offered Spring 2015/16) 4 credits • A positive and socially conscious outlook • Maturity, and an ability to participate in a rigorous non-traditional daily program that involved travel by a twelve passenger van (2) • The spring class ran as a regularly scheduled academic class. Anyone could • enroll in the spring class if they were interested in Canada. *Ecampus students who had committed to the summer program participated in this spring term class virtually, using Adobe Connect. The class met every Tuesday from 4-6pm PST.

9. Student Cost for Summer Class in Canada

10. Canadian Learning Community Composition Our Learning Community Consisted of: • 15 students (4 men, 11 women) 2015 • 7 students (3 men, 4 women) 2016 • 2 faculty leaders Diversity Within the Group Students– age, gender, ethnicity, Race Faculty – age, gender & race Diversity in the Fields of Study: • Sociology • Biology • Psychology • Art • Political Science • International degree • Public Health (grad student)

11. Spring 2015-16Hybrid Online Film Class Canadian Society, Culture and Politics through Film The hybrid class met during the Spring, 2015 -16 Term. The class met one day per week for two hours at Oregon State University. Students who were not at OSU were expected to participate fully via the Internet. Students were expected to spend at least two hours per week outside of class watching videos that were on CANVAS. They were able to watch the videos at their own leisure. LINK TO CLASS CANVAS

12. Faculty Provided Lectures and Structure to the Class • Students not in class met using Adobe connect technology. • Students at OSU met in a single wired class room that allowed interaction for two hours. • We were able to meet lecturers from Canada, and other locations in the United States. • The course directors provided key foundational lectures for the class.

13. Canadian Researchers Guest Lectured (online and in person) Faculty from OSU (with expertise in Canadian topics) provided guest lectures. By engaging in these activities at Oregon State University, the group of students prepared to spend eleven days in Victoria and Vancouver, Canada during the summer.

14. Reflections: Teaching the Spring Hybrid Class • Adobe connect technology is a good platform to hook up the entire group and allow class members to be in other locations , but still be part of the class. • Important to recruit and include scholars who are experts on the country of study. It helps prepare students for future stakeholder meetings (i.e. different speaking styles, different backgrounds and knowledge sets). • The hybrid class helped prepare students to become a learning team. They developed a strong camaraderie for each other. • Student presentations also added to the content of the class. • The films helped the students greatly understand Canadian culture, politics, environment and social issues.

15. Hybrid Spring Course Content Course Requirements: Discussion Board 10 percent Reading Presentation 10 percent Newspaper Assignment 15 percent Assignment (YouTube) Presentation 20 percent Class Participation 20 percent (attendance & participation) Video Journal 25 percent The topics covered were all related to increasing our understanding of Canadian culture, history, politics, economy, and health-care. This set the foundation for understanding Canada prior to visiting Victoria and Vancouver.

16. Course Content in Victoria & Vancouver Throughout the eleven days, students were reflecting on course readings, lectures, formal and informal personal experiences, writing journal entries, formulating questions for the stakeholders, processing interviews, and immersing themselves in Canadian culture, society and politics. At the end of eleven days, students had a better understanding of Canada and its place in the global economy in the 21st century. Intellectual Engagement/Participation 25 percent Final Group Presentation 15 percent Personal Journal/Photo Journal 20 percent Research paper 20 percent YouTube Canada Production 20 percent

17. The Action Learning Model in Canada • Students were assigned to introduce stakeholders to the group, develop questions, and facilitate Q&A session • Group reflections/Team learning at least once a day • student-led processing dynamic in nature • singled out major themes and made connections on the bus, at a park…anywhere! • Students led academic reading presentations • Journal Entries

18. Formal & Informal Lecture at Different Locations around British Columbia • The students were exposed to formal and informal lectures. Most presenters were interactive and encouraged the students to ask questions while they provided a broad overview. • The reading kit was designed to provide students with a background on the issues or organization they would be visiting.

19. Processing of Interviews and Discussions of our Action Learning The group spent time in the mornings or late afternoon processing our learning activities. The students were responsible during these periods to summarize and present assigned readings. These sessions took place at various locations-not in a traditional classroom environment.

20. The Ross Bay Cemetery Study On June 17th 2015, the group visited the Ross Bay cemetery in Victoria. The students conducted an unobtrusive examination of the patterns of demography, social class, ethnicity and social structure of the Ross cemetery (Circa 1800 to the present).

21. Understanding Canada’s Ethnic Diversity by Eating Different Foods and Keeping a Diary Students went outside of their comfort zone by eating at a minimum of five ethnic restaurants available in British Columbia that included: Greek, Mediterranean, Chinese, South Asian Indian, German, Caribbean, Thai, French, Italian, Japanese, Turkish, Vietnamese. Part of the ethnic experience was also to research the local cultures.

22. Musqueam Tribal Lands Visit Students spent June 19th on the Musqueam tribal lands in Vancouver. They visited, ate lunch, toured the museum, and met with tribal members.

23. Vancouver Chinese Military Museum & Cultural Sites The students were exposed to Chinese culture in both Victoria and Vancouver. The group was provided with guided tours by the Chinese Benevolent Society in Vancouver. They also participated in a walking tour of China town in Victoria.

24. Informal Interviews on the Streets of Vancouver The students initiated some of their own street interviews with officials. The students struck up an in-depth conversation about mental health issues in Canada with a police officer on the street.

25. The Streets as a Classroom: Vancouver Urban Gentrification Walking Tour The students were guided on a walking tour of Vancouver which was focused on gentrification, homelessness, and ethnicity. Some of their best learning came through the un- planned interactions with people on the streets.

26. Transnational Linkages: Seaspan Corporation International Ship Builders Vancouver The students had readings, films and guest lectures who spoke about International Trade between Canada and the United States. While in Vancouver the students visited Seaspan Corporation and observed first hand the details about ship construction and they heard from the CEO of a multi-billion dollar ship building trade.

27. Ethnic Diversity in Canada: Ross Street Sikh Temple Visit The students were hosted by the Ross Street Sikh Temple. This included a visit inside the temple, lunch, and a guided visit of the Punjabi museum.

28. Crime and Delinquency in Canada: Vancouver Police Museum & A Visit to Matsqui Prison in Vancouver The students were hosted at the Vancouver Police Museum. They were given a guided tour which helped them to understand the history of crime and policing in Canada. They were able to experience the coroner’s office and the state of forensic sciences in Canada. Students also visited the Matsqui Federal Prison in 2016. They met prisoners, guards and administrators.

29. Reflections on the Action Learning Model • Needed more time to process information that was being collected. • More time needed to develop questions for each stakeholder. • Students were not all able to do readings in a timely manner. • Certain students dominated Q&A and reflections. • Reflection sessions were not always the most productive. • We would like to add more activities into discussions/reflections to liven up participation.

30. Reflections: Action Learning Model in Canada • Pedagogical • The reading kit needs to be revised- some readings were too narrow in focus. • Ensure that the student assigned to lead the day is well prepared with questions, etc. • Some of the local activities will be revised as they did not work as well as we would have liked (i.e. did not engage the students, were repetitive). • Having students do YouTube videos as a part of their final project was a great way for them to creatively summarize their learning in Canada. • The students created enduring friendships among themselves. They really cared for each other and went out of their way to ensure that each person was okay. This added value to the learning experience. • Link to Final YOUTUBE Projects: http://oregonstate.edu/instruct/soc204/plazad/Canada2015/canada2015.html

31. Reflections: Action Learning Model in Canada • Logistical • Too many activities where scheduled each day • In the future we would like to add more sports related activities into the curriculum • We need to work more with the media services when we return to get coverage of the experience– in Canada and in Oregon • Be more prepared for long days and late nights with the students • Illness with students seems to be inevitable– food, water, allergies

32. Reflections: Short-Term Study Abroad Classes • The short-term classes that stretch over two terms are practical for students who do not have the time or money for an entire year or semester abroad. • Student athletes • Student who work full-time • Students (and faculty) with families • For similar reasons, short-term classes allow for more mixed gender and racial diversity • The shorter classes are good value for out of state students and foreign students - 10 credits • When paired with a pre-departure class, students can still reap the benefits of bonding with other students and group learning

33. Reflections: What instructors needed • Stressful for instructors to have to drive the group throughout a city with traffic, parking, and a tight time schedule. • Instructors have to be responsible for students 24/7 • Issue of drinking and being up late at nights for the students. • Instructors needed some reprieve from all of their responsibilities-driving, facilitating, logistically planning for stakeholders each day, and finding places for the group to process information. • Instructors took time away from the students at night to decompress and have a little back stage time for themselves.

34. Future Logistics of Implementing the Canada Experience Beyond OSU • We desire to include students from other Oregon Universities in future classes (U of O, PSU etc..) • We need to market the fact that the students from out of state can save money going on study abroad - credits possible for an in state fee • Need to consider working in partnership with the University of the Fraser Valley to have Canadian/American students taking similar classes simultaneously • We signed an MOU with the University of the Fraser Valley • Need to work much more closely with the Study Abroad Office at OSU. Contract negotiations

35. Thanks for Listening